Liderança pedagógica, bem-estar e inteligência espiritual em educadores de infância e professores dos ensinos básico e secundário
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2016
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Os educadores de infância e professores dos ensinos básico e secundário são, na
sociedade de hoje, desafiados por inúmeros problemas, designadamente a exigência de
promoverem o desenvolvimento das potencialidades de todos os seus educandos, numa
escola que se quer democrática e inclusiva. Para desempenhar eficazmente o seu trabalho,
a literatura indica um perfil específico de docente, a do professor líder. Este é um
profissional com capacidade de liderança pedagógica que provoca a aprendizagem nos
seus alunos, a busca para si próprio e a partilha com os seus colegas, donde resulta uma
melhoria das suas competências pessoais e profissionais, uma maior realização pessoal e
profissional, bem como mais bem-estar. Causou-nos perplexidade, porém, durante a revisão
da referida literatura, que não se criticassem os pressupostos subjacentes a um tal perfil,
nomeadamente a dimensão pessoal, na forma de um carácter virtuoso, que alicerçaria
muitas das características do perfil elencadas pelos autores. Pareceu-nos que, para tal, a
inteligência espiritual, enquanto faculdade construtora de valores, desempenharia também
um qualquer papel.
Assim, a questão de investigação que orientou o presente trabalho foi: como se
relacionam liderança pedagógica, bem-estar e inteligência espiritual em educadores de
infância e professores dos ensinos básico e secundário?
Para responder a esta pergunta, realizou-se um estudo correlacional transversal,
com recurso a metodologias quantitativas e qualitativas, tendo os dados empíricos sido
recolhidos através de inquéritos por questionário e entrevistas de grupo (focus groups).
Os principais resultados deste estudo revelam relações estatisticamente
significativas entre inteligência espiritual e suas subdimensões, a liderança pedagógica e o
bem-estar global. Assim, a inteligência espiritual apresenta uma correlação positiva
moderada com a liderança pedagógica, e positiva forte com o bem-estar. A correlação entre
a liderança pedagógica e o bem-estar global é positiva, sendo a relação mais forte entre as
variáveis do estudo. Constatou-se ainda que a liderança pedagógica e a produção de
significado pessoal, fator do inventário de autoavaliação de inteligência espiritual, são
preditores do bem-estar, explicando 79,8% da variância no bem-estar. Estes resultados
foram explorados através de uma análise de regressão linear com teste aos efeitos de
moderação da variável bem-estar global, com a inteligência espiritual definida como variável
independente e a liderança pedagógica como dependente. Esta análise indicou que o bemestar
moderou de forma significativa a associação entre inteligência espiritual e liderança
pedagógica, sugerindo que a inteligência espiritual influencia a liderança pedagógica, mas
apenas nos educadores e professores com nível baixo de bem-estar global, que são os
sujeitos mais jovens e em início de carreira inquiridos neste estudo.
Os dados da investigação qualitativa esclarecem de forma substancial estes
resultados. Da análise destes dados emergiu ainda o constructo resiliência, não só como
uma temática relacionada com o desenvolvimento dos elementos da teoria do bem-estar,
mas também revelando incluir categorias da inteligência espiritual, designadamente a
«transcendência e abertura ao outro» e a «crença nas potencialidades próprias e nas do
outro».
In today’s society, kindergarten, primary and secondary education teachers are challenged by numerous problems, namely the need to promote the development of the potential of all their learners in a democratic and inclusive school. In order to effectively perform their work, the literature indicates a specific teacher profile, that means the leading teacher. This is a professional with a pedagogical leadership that provokes the learning in his students, the search for himself and the sharing with his colleagues, resulting in an improvement of his personal and professional competences, a greater personal and professional fulfillment, as well as more well-being. We were perplexed, however, during the review of this literature, that the assumptions underlying such a profile were not criticized, namely the personal dimension, in the form of a virtuous character, that would underpin many of the characteristics of the profile listed by the authors. It seemed to us that for this, spiritual intelligence, as a constructor of values, would play any role at all. The research question that guided this study is as follows: how are pedagogical leadership, spiritual intelligence, and the well-being of kindergarten, primary and secondary teachers related? In order to answer this question, a cross-sectional correlational study was conducted utilizing qualitative and quantitative methodologies, and empirical data was collected through questionnaires and focus groups. The results of this study demonstrated a statistically significant relationship between spiritual intelligence and its’ sub-dimensions, pedagogical leadership, and overall well-being. Therefore, spiritual intelligence has a moderate positive correlation with pedagogical leadership and a strong positive correlation with overall well-being. The correlation between pedagogical leadership and overall well-being was positive and demonstrated the strongest relationship between the study’s variables. Results indicated that pedagogical leadership and the personal meaning production, as factor of the spiritual intelligence self-report inventory, were predictors of well-being, helping to explain the 79,8% of the variance in well-being. These results were obtained through a linear regression analysis to examine the influencing effects of the overall well-being variable with spiritual intelligence defined as the independent variable and pedagogical leadership as the dependent variable. This analysis indicated that well-being indicated a significant association between spiritual intelligence and pedagogical leadership, but only in kindergarten, primary and secondary teachers with low levels of over well-being, who were the youngest and least experienced subjects in this study. Data from the qualitative research substantially clarified these results. Futhermore, analysis of these data indicated the construct resilience, not only as a theme related to the well-being theory, but it also revealed categories of spiritual intelligence, particularly the «transcendence and openness to others» and «belief in one’s potential and that of others».
In today’s society, kindergarten, primary and secondary education teachers are challenged by numerous problems, namely the need to promote the development of the potential of all their learners in a democratic and inclusive school. In order to effectively perform their work, the literature indicates a specific teacher profile, that means the leading teacher. This is a professional with a pedagogical leadership that provokes the learning in his students, the search for himself and the sharing with his colleagues, resulting in an improvement of his personal and professional competences, a greater personal and professional fulfillment, as well as more well-being. We were perplexed, however, during the review of this literature, that the assumptions underlying such a profile were not criticized, namely the personal dimension, in the form of a virtuous character, that would underpin many of the characteristics of the profile listed by the authors. It seemed to us that for this, spiritual intelligence, as a constructor of values, would play any role at all. The research question that guided this study is as follows: how are pedagogical leadership, spiritual intelligence, and the well-being of kindergarten, primary and secondary teachers related? In order to answer this question, a cross-sectional correlational study was conducted utilizing qualitative and quantitative methodologies, and empirical data was collected through questionnaires and focus groups. The results of this study demonstrated a statistically significant relationship between spiritual intelligence and its’ sub-dimensions, pedagogical leadership, and overall well-being. Therefore, spiritual intelligence has a moderate positive correlation with pedagogical leadership and a strong positive correlation with overall well-being. The correlation between pedagogical leadership and overall well-being was positive and demonstrated the strongest relationship between the study’s variables. Results indicated that pedagogical leadership and the personal meaning production, as factor of the spiritual intelligence self-report inventory, were predictors of well-being, helping to explain the 79,8% of the variance in well-being. These results were obtained through a linear regression analysis to examine the influencing effects of the overall well-being variable with spiritual intelligence defined as the independent variable and pedagogical leadership as the dependent variable. This analysis indicated that well-being indicated a significant association between spiritual intelligence and pedagogical leadership, but only in kindergarten, primary and secondary teachers with low levels of over well-being, who were the youngest and least experienced subjects in this study. Data from the qualitative research substantially clarified these results. Futhermore, analysis of these data indicated the construct resilience, not only as a theme related to the well-being theory, but it also revealed categories of spiritual intelligence, particularly the «transcendence and openness to others» and «belief in one’s potential and that of others».
Descrição
Orientação: Ana Paula Silva, Jorge Oliveira
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, LIDERANÇA, PEDAGOGIA, DESENVOLVIMENTO PESSOAL, DESENVOLVIMENTO PROFISSIONAL, EDUCADORES DE INFÂNCIA, PROFESSORES, BEM-ESTAR, EDUCATION, LEADERSHIP, PEDAGOGY, PERSONAL DEVELOPMENT, PROFESSIONAL DEVELOPMENT, EARLY CHILDHOOD TEACHERS, TEACHERS, WELL-BEING